McKay School of Education > EIME > Program Overview > Course Descriptions
EIME Courses
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Required Core Courses (15 credit hours)
All students will be expected to complete the core courses listed below or equivalent courses approved by their advisory committee. Students who have specialized course needs or objectives may substitute one 3-credit course for any of these core courses provided they have the consent of their advisory committee.
History, Philosophy, and Ethics of Scholarly Inquiry (EdLF 775) - Exploration of the history, theory, and methodology of research in education.
Introduction to Qualitative Methods (EdLF 646, IP&T 656, or CPSE 690R) - Reasoning and methods utilized in qualitative research.
Quantitative Reasoning (IP&T 650) - Use of analysis of variance and multiple regression/correlation in analyzing and interpreting results of educational research and evaluation.
Measurement Theory (IP&T 752) - Classical and modern models for measuring human attributes. Issues related to reliability, validity, item selection, scoring, standard setting, and test equating. Use of item response theory and generalizability theory.
Advanced Evaluation in Education (IP&T 761) - Assumptions, theories, practices, and problems associated with educational evaluation.
Public Policy Analysis in Education (EdLF 650) - Introduction to development and evaluation of educational policy in such domains as governance, resource allocation, productivity, assessment, and curriculum.
Project and Instructional Resource Management (IP&T 682) - Managing research, development, and evaluation projects in public schools and higher education. Planning, budgeting, supervising, managing personnel, and scheduling.
This required core is designed to help students acquire functional competence in (a) clarifying the nature of the variables, issues, or phenomena being investigated, (b) formulating meaningful questions, (c) selecting inquiry methods that are aligned with those questions, (d) analyzing and interpreting the findings, (e) managing the project, and (f) reporting the results in ways that the intended audiences are likely to understand.
Elective Methods Courses (minimum of 12 credit hours)
With the advice and consent of their advisory committee, students will be expected to enhance the depth and breadth of their inquiry expertise by completing a coherent set of at least four elective courses selected from the categories listed below. Unless directed otherwise by their committee, students will be expected to complete at least one course in the Designs for Inquiry category plus at least one course in the Qualitative and Quantitative Methods category.
Students may enroll for directed individual study on a selected topic in any category in which they have already completed at least one course.
Foundations of Inquiry in Education
Psychological Foundations of Education (EIME 630) - The formative ideas in philosophy and psychology used to conduct and evaluate scholarly inquiry in education. Includes basic issues, inquiry methods, and forms of scholarly analysis.
Cultural History of U.S. Schooling (EdLF 755) - Analyzing major philosophical and social assumptions and consequences of public schooling as it evolved over the early part of the nineteenth century.
Social and Cultural Foundations of Education (EdLF 655) - Interpretative study of major ideas, values, and practices that influenced development of American education within broader social, political, cultural, and economic context.
Political Aspects of Education (EdLF 658) - Understanding processes and institutions in building support for education; associated issues.
The Law and Education (EdLF 622) - Evolution of American law and its application to American educational systems. Fundamental sources and principles of the law, the judicial structure, and key court cases affecting education at the state and federal levels.
Constitutional Law and Education (EdLF 722) - Impact of Constitution on education in America; cases under constitutional law that have influenced policy and practice in the educational system.
Designs for Inquiry (at least one course required in this area)
Design-Based Research in Education (EIME 720) - Principles of formative experimentation in studying developing interventions in natural contexts. Challenges of selecting and integrating inquiry methods, resolving implementation problems, linking programmatic variables to theory, assessing effects, and drawing valid conclusions.
Quasi-experimental Research Design and Analysis (IP&T 674R)
Single Subject Research Design (CPSE 673) - Application of applied behavior analysis in designing and conducting single-subject research in school and other applied settings.
Survey Research Methods (EdLF 645) - Reasoning and methods utilized in quantitative research with a major focus on survey research techniques.
Action Research (TEd 698R) - Developing, observing, gathering, interpreting, and reporting data from action research project. Two project credit hours must be taken during semester of project defense.
Qualitative and Quantitative Methods (at least one course required in this area)
Advanced Qualitative Analysis (EdLF 678 or IPT 756) - Integration of qualitative research design and analysis with the use of social science qualitative software (NVIVO).
Data Analysis and Statistics (CPSE 749) - Use of SPSS as a quantitative research tool. Conceptual integration of statistics and research design.
Multivariate Statistical Methods (Statistics 611)
Meta-analysis (IP&T 674R)
Educational Measurement and Evaluation
Economics of Education (EdLF 621) - Main concepts that apply economic thinking to education. Overview of literature on the efficiency and effectiveness of educational policies on education outcomes.
Cost-Benefit Analysis (P Mgt 628, IP&T 674R)
Item Response Theory (IP&T 654) - Types of computerized measurement and assessment methods and item forms, as well as their development, delivery, and statistical theory.
Content Area Specialty (12 credit hours)
Each student is expected to choose a content area specialty from one of the four options listed below. Students are expected to complete at least four courses within their chosen area of focus including one or two required courses depending on the specialty area selected.
The Preparation and Development of Educators
Required courses:
History of Teaching and Teacher Education (TEd 660) - History of teaching as a cross-generational social and cultural activity; teacher education as a professional practice with present-day educational implications.
Becoming a Student of Teaching (TEd 601) - Introduction to graduate study and the benefit of teachers studying their own practice. Survey of leaders, literature, and current issues in education.
Elective courses: At least 6 additional credit hours selected from the following:
Classroom as Culture and Knowledge System (TEd 661) - Classrooms as culture and knowledge systems and how those systems are created and sustained over time.
Teacher Learning and Development (TEd 662) - Various models and aspects of teacher development. Topics include teacher identity formation, socialization, expertise, life and career cycles, burnout, and renewal.
Mentoring and Supervision (TEd 664) - Current research and trends in mentoring, including issues of supervising teachers. Implications for supporting development of beginning and experienced teachers.
Best Practices in Teacher Education (TEd 665) - Teacher education curriculum; theories and research that support current practice; improving that practice.
Directed Individual Study (El Ed 793R)
Instructional Leadership 1: Seminar on Principalship Roles (EdLF 627) - Integrating research, theory, and standards of practice in studying principalship roles in educational learning communities, including school culture, vision building, and teaming for school improvement.
Contemporary Issues in Educational Leadership (EdLF 659) - Developing problem-solving skills in understanding and resolving educational issues affecting schools.
Advanced Instructional Leadership (EdLF 729) - Researching existing and original instructional leadership and school improvement models to create and improve successful teaching and learning.
Cultural History of U.S. Schooling (EdLF 755) - Analyzing major philosophical and social assumptions and consequences of public schooling as it evolved over the early part of the nineteenth century.
History of Higher Education (EdLF 762) - Historical review of challenges facing higher educational administration in today's colleges and universities.
Independent Study (EdLF 694R) - Study experience in an area of specialization under direction of a faculty member.
Language, Literacy, and Communication
Required courses: 6 credit hours including:
Foundations of Literacy (TEd 620) - Historical and theoretical perspective of literacy-related issues and challenges. Implications for making well-informed decisions that benefit all students.
Research in Literacy (TEd 627) - Research literature in reading, both classical and current, emphasizing application of findings to educational practice.
Elective courses: At least 6 additional credits selected from the following:
Content-Area Literacy Instruction (TEd 603) - Content-area instructional strategies attuned to vocabulary, concept development demands, nature of content-area texts. Issues of negotiating and creating texts in content-area disciplines.
Literacy Development and Instruction (TEd 622) - Emergent, early, and adolescent literacy development; ideas for constructing appropriate literacy learning environments, experiences, and instructional interventions for students pre-K-12.
Reading Comprehension Instruction (TEd 623) - Current theories and models of reading comprehension. Implications for comprehension instruction considering cultural, linguistic, and cognitive differences; curriculum; curriculum integration; motivational strategies.
Literacy Assessments and Interventions (TEd 625) - Formal and informal assessment procedures. Appropriate instructional interventions for students of varying ages, performance levels, and linguistic abilities, particularly struggling students.
Neurofoundations of Language, Speech, and Hearing (ComD 601) - Neuroanatomy and neurophysiology underlying normal and impaired language, speech, and hearing processes.
Early Child Language Development and Intervention (ComD 630) - Theories and practices in language treatment, emphasizing assessment and intervention for developmentally young children.
School-Age Language Disorders (ComD 679) - Impact, assessment, and treatment of language impairment in children, emphasizing evaluation and intervention for school-aged children.
Language, Policy, and Education (EdLF 657) - Comparative policy approaches to language of instruction issues in international and U.S. settings, including fundamental sources of policy, from law to international declarations rights; critical overview of second language acquisition theory.
Independent Study (EdLF 694R) - Study experience in an area of specialization under direction of a faculty member.
Interlanguage Analysis (Ling 641) - Methods for comparing and analyzing aspects of languages as they relate to language acquisition and teaching, including aspects of phonology, lexicon, grammar, syntax, and discourse.
Language Testing (Ling 660) - Construction, analysis, use, and interpretation of language tests.
Reading Theory and Pedagogy (Ling 672) - Processes involved in reading, emphasizing how this skill is developed in a second/foreign language.
Learning and Instruction
Required courses: 6 credit hours including one of the following three courses:
Theories of Learning and Cognition (CPSE 622) - Learning and cognitive development theories and their application to attitudinal and behavioral change.
Principles of Learning (IP&T 620) - Improving classroom learning through understanding underlying psychological principles and theories.
Contemporary Theories of Learning and Teaching (TEd 602) - Contemporary theories of learning and teaching from personal and public perspectives and how those theories converge with professional practice in classrooms and schools.
Plus:
Research Synthesis and Conceptualization (IP&T 750) - Survey of major research problems, questions, and theories that have been investigated in instructional psychology and technology. Preparing critical, integrative synthesis of completed research; conceptualizing problems for further inquiry. Research prospectus required.
Elective courses: At least 6 additional credit hours selected from the following:
Academic Interventions for Children with Learning Problems (CPSE 612) - Targeting academic needs, setting goals, developing research-based interventions, and monitoring progress to strengthen student academic achievement in the areas of reading, writing, and math.
Gifted: Curriculum and Effective Instruction (CPSE 621) - Designing curriculum and instruction for gifted and talented students in the schools.
Directed Individual Study (CPSE 693R)
Foundations of Instructional Technology (IP&T 520) - Introduction to instructional psychology and technology theory and practice: psychological foundations of human performance technology and learning sciences. Current research issues, professional organization of the field, and ethical issues.
Instructional Design (IP&T 564) - Identifying instructional problems; specifying objectives, instructional strategies, and media; analyzing learning outcomes; developing instructional materials and assessment instruments; validating instructional systems.
Advanced Instructional Design (IP&T 664) - Advanced laboratory in instructional system design, production, formative evaluation, packaging, and implementation. Systematic critical analysis of all phases of development.
Advanced Topics (IP&T 692R)
Directed Individual Study (IP&T 693R)
Content-Area Literacy Instruction (TEd 603) - Content-area instructional strategies attuned to vocabulary, concept development demands, nature of content-area texts. Issues of negotiating and creating texts in content-area disciplines.
Social-emotional Development and Intervention
Required course:
Problem Solving for Social and Emotional Interventions (CPSE 615) - Principles, procedures, and strategies for classroom behavior management, social skills development, assessing social behavior, and learning environment enhancement through case studies and problem solving.
Elective courses: A minimum of 9 additional credit hours selected from the following:
Child Social/Emotional Assessment and Intervention (CPSE 602) - Etiology and diagnosis of dysfunctional behavior and maladjustment, with interventions for school-age children and adolescents. DSM-IV and IDEA diagnostic systems.
Helping Relationships (CPSE 603) - Models and methods of establishing empowerment and parity in ethical and professional helping relationships with families of individuals with disabilities.
Moral Dimensions in Education (CPSE 604) - Moral development and values that undergird schooling.
Behavioral Assessment and Intervention (CPSE 614) - Functional assessment of behaviors using formal and informal behavioral observations. Utilizing collected data to develop and monitor behavioral interventions.
Human Growth and Development (CPSE 649) - Psychoeducational aspects of developmental theory across the life span, including psychosocial, moral, ego, cognitive, faith, and identity. Developmental implications in the counseling process.
Directed Individual Study (CPSE 693R)
Education of Diverse Populations (EdLF 614) - Multicultural issues in educational theory and practice, with special reference to race, ethnicity, gender, socioeconomic status, and various types of exceptionality.
Education for Democracy (TEd 604) - The public purposes of education, including preparing students for active participation in a democracy.
Classroom as Culture and Knowledge System (TEd 661) - Classrooms as culture and knowledge systems and how those systems are created and sustained over time.
Directed Individual Study (El Ed 793R)
History, Theories, and Research in Early Childhood Education (MFHD 623) - History, research, philosophies, and models of early childhood education. Current issues and innovations.
Child and Adolescent Socialization (MFHD 660) - Child and adolescent development in the context of social interaction, with particular emphasis on the family. Current theory and research evaluated.
Seminar (2 credit hours)
Students are expected to enroll in the weekly seminar (690R) in each fall and winter semester during their first two years in the program. Students earn 0.5 credits per semester.
Internships (6 credit hours)
After completing their coursework, each student will be expected to participate in two 3-credit internships or apprenticeships. Internship placements will be based on the interests of each student as well as the needs of the sponsoring agency. Applications must be submitted in writing and approved by both the students' graduate advisory committee and the EIME advisory council prior to beginning the experience.
Internship in Educational Research (EIME 781) - Mentored, applied experience working on educational research projects for a college, university, government agency, foundation, or private company.
Internship in Educational Measurement and Assessment (EIME 782) - Mentored, applied experience working for a company or government agency that develops tests or administers testing programs. Written reports required.
Internship in Educational Evaluation (EIME 783) - Mentored, applied experience working as an evaluator for a college, university, government agency, or private company that conducts evaluations for clients.
Internship in Educational Policy Analysis (EIME 784) - Mentored, applied experience working in policy analysis for a government agency, private company, or foundation.
University Teaching Apprenticeship (EIME 785) - Mentored experience teaching a university course.
Design and Analysis Consulting Apprenticeship (EIME 786) - Mentored, applied experience working as a design and analysis consultant for a university.
Dissertation (18 credit hours)
EIME 799R - Successfully complete and defend a dissertation.